This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.
Barnard, Ian, and Jan Osborn. “Epistemology Shock: English Professors Confront Science.” The CEA Forum, vol. 46, no. 1, Nov. 2017, pp. 71–92.
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